学生个人知识的生成机制及其应用研究

发布时间：2018-10-24 09:53

【摘要】：课堂环境下,书本知识作为公共知识的存在形态,它是如何通过课堂教学转化为学生的个人知识。这不仅是对“高分低能”的回答,也是“转识成慧”的重要环节。因此,本文在个人知识、学生个人知识的概念认知基础上,加之以公共知识作为参照,从中找出个人知识的特性。另外,所谓机制是要素与要素之间的整合作用。本文先对个人知识的要素以及要素之间的相互关系进行研究,结合课堂观察法以及案例分析法,再探讨个人知识的影响因素、发生条件以及运作方式,由此探寻个人知识的生成机制和教学途径。文章主要分为5个部分:第一部分是主要是通过文献综述,对个人知识的生成机制相关研究进行梳理,第二部分是从公共知识和个人知识这一对范畴中进行区别分析,定义“个人知识”和特征分析。第三部分主要是分析个人知识的类型与要素,第四部分主要是从三方面探讨个人知识的生成机制——影响因素、条件以及生成过程。第五部分讲述个人知识的教学途径。本文主要观点如下:1.当前课堂教学中,学生个人知识的缺失主要表现在于知识的非个人化、知识与能力的不平衡。而学生个人知识的定义是在理解基础上并获得个体认同的知识。2.将个人知识与公共知识之间进行本质的区别,个人知识具有个体性、情境性、实践性、建构性的特点。同时,作为整体体系的个人知识共存在三大层次、六大要素以及一个核心:即经验-符号层、根据-方法层、价值-意义层,还有一个核心要素贯穿其中——体悟。3.教育过程其实质就是学生个人知识生成的过程,对应个人知识的特性和要素,学生的个人知识生成机制包括三大阶段(积淀阶段、重组阶段、外显阶段)以及六个基本步骤(体验-识记-选择-整合-运用-反思)。同时,其形成基本的教学途径:体验-反思取向教学、理解-生成取向教学、协作-交往取向教学。
[Abstract]:In the classroom environment, book knowledge, as the existing form of public knowledge, is transformed into students' personal knowledge through classroom teaching. This is not only the answer to high score and low ability, but also the important link of turning knowledge into wisdom. Therefore, based on the concept cognition of personal knowledge and students' personal knowledge and public knowledge as reference, this paper finds out the characteristics of personal knowledge. In addition, the so-called mechanism is the integration of elements and elements. In this paper, the factors of personal knowledge and the relationship between the elements of the study, combined with classroom observation and case analysis, and then explore the impact factors of personal knowledge, conditions and operating mode, Therefore, the formation mechanism and teaching approach of personal knowledge are explored. The article is divided into five parts: the first part is mainly through the literature review, the formation mechanism of personal knowledge related research is combed, the second part is from the public knowledge and personal knowledge of the two categories of distinction analysis. Define "personal knowledge" and feature analysis. The third part mainly analyzes the types and elements of personal knowledge. The fourth part mainly discusses the formation mechanism of personal knowledge from three aspects: influencing factors, conditions and generating process. The fifth part talks about the teaching way of personal knowledge. The main points of this paper are as follows: 1. In current classroom teaching, the lack of students' personal knowledge mainly lies in the impersonalization of knowledge and the imbalance between knowledge and ability. Students' personal knowledge is defined as knowledge based on understanding and individual identity. 2. According to the essential distinction between personal knowledge and public knowledge, personal knowledge has the characteristics of individual, situational, practical and constructive. At the same time, there are three levels of personal knowledge as a whole, six elements and a core: experience-symbol layer, according to method-level, value-meaning layer, and a core element runs through it-understanding. The essence of the process of education is the process of students' personal knowledge generation, which corresponds to the characteristics and elements of personal knowledge, and the generation mechanism of students' personal knowledge includes three stages: accumulation stage, reorganization stage, and so on. Explicit stage) and six basic steps (experience-memory-selection-integration-application-reflection). At the same time, it forms the basic teaching ways: experience-reflection orientation teaching, understanding and generative orientation teaching, cooperation and community-oriented teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

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